IMPLEMENTATION OF UN GENERAL ASSEMBLY RESOLUTION A/RES/71/181

A GLOBAL CALL FOR CONCRETE ACTION FOR THE TOTAL ELIMINATION OF RACISM, RACIAL DISCRIMINATION, XENOPHOBIA AND RELATED INTOLERANCE AND THE COMPREHENSIVE IMPLEMENTATION OF AND FOLLOW UP TO THE DURBAN DECLARATION AND PROGRAMME OF ACTION

REPUBLIC OF CYPRUS

EDUCATION AND CULTURE

The Ministry of Education and Culture (MOEC) of the Republic of Cyprus is committed towards preventingany form of discrimination based on race, sex, language, religion, colour or national origin.As of today, the MOEC has promoted various actions and activities aiming to combat racism and to eliminate all forms of racial discrimination,xenophobia and related intolerance, through the adoption of a systematic, multidimensional approach. The various departments and services of the MOEC have implemented the pertinent actions and activities that are described in detail in the next paragraphs. Through its three-year strategic plan for the period 2017-2019, the MOEC is aiming to ensure the provision of learning opportunities to all learners, through the implementation of an educational policy which embodies the values of equality, inclusivity, creativeness and innovation. Our basic goal is to increase access to quality education and provide opportunities for all learners to become successful in their learning, through modernising teaching methods and approaches, designing and implementing modern developmental programmes and creating the infrastructure that can facilitate high quality education.

For the school year 2015-2016, the MOEC has set, as one of the three main goals under emphasis, the goal of "Raising awareness against racism and intolerance and promoting equality and respect, in the context of the hate speech campaign of the Council of Europe". During the current school year, 2016-2017, the MOEC has set a new goal under emphasis titled "Raising awareness against racism and intolerance and promoting equality and respect". The three Departments of Education (primary, secondary general, secondary technical and vocational), have encouraged all schools, in the context of the goals for both years, to implement,on a broader level, the MOEC’s anti-racist policy "Code of Conduct against Racism and Guide for Managing and Recording Racist Incidents", developed and piloted in 2014-2015. As a result, schools have developed and implemented various activities with pupils, teachers and parents. The Code and Guide were implemented by at least 73 schools from all levels of education, during the school year 2015-2016, a number which is expected to increase during 2016-2017.In addition, the goal for the current school year 2016-2017 includes specific references to the need for promoting tolerance and peace, in the context of the current efforts to solve the Cyprus political problem and reunify the island.

Moreover, the MOEC has recently designed, developed and implemented an upgraded educational policy pertaining to Multicultural Education, aiming at the smooth integration of pupils from diverse ethnic backgrounds into the educational system of Cyprus. The policy document was approved by the Minister of Education and Culture and the departments of the MOEC have developed an action plan with a variety of targeted actions, through the prism of an intercultural approach, anti-racist education and the methodology of teaching Greek as a second language.The policyfocuses on five priority areas: (1) learning the Greek language, (2) reception of newly arrived children with migrant background, (3) education and teachers’ in-service training, (4) data collection and analysis of the needs of pupils with a migrant background and (5) intercultural approach in the new curricula.The document also describes the current state of affairs regarding the integration of children with migrant background in the Cyprus Educational System as well as the teaching of Greek as a second language. Within the context of this policy document, the MOEC also promotes several measures to cater for the particular needs of Roma pupils enrolled in public schools.

In addition, the MOEC coordinates the Erasmus+ project iDecide (2016-2018), which aims to develop an innovative toolkit and induction course to support evidence-based policy making which can lead to the reduction of disparities in learning outcomes and marginalization, by supporting school leaders, school staff and policymakers to engage in shared and inclusive decision making. By implementing the toolkit and collecting rich data, the project aims to build an understandingon the complexities of how decisions at the school level influence marginalized groups and foster the development of concrete recommendations for policy and practice on how to engage in shared decision making, giving voice to all stakeholders. One of the most important deliverables of the project will be the iDecide Toolkit, which will, among others, invite school leaders and staff to consider cultural differences, disability, health issues, economic, geographical and social obstacles when making decisions. Another European programme titled "Breaking the mould: Promoting gender equality in Cyprus" is being implemented by the Ministry of Justice and Public Order, the National Machinery for Women’s Rights, the Office of the Commissioner for Gender Equality, the MOEC, the Mediterranean Institute of Gender Studies and ΙΜΗ (Conference-Media-Exhibition Company). The programme lasts for a period of two years(2016-2018) and is funded by the European Commission. Its objectives include the promotion of flexible working arrangements for men in Cyprus theencouragement of companies, and particularly small and medium-sized enterprises, to implement simple, family-friendly measures. Moreover, the project aims to change the stereotype belief that domestic work does not fit the traditional image of masculinity. The MOEC contributes to the design and organisation of trainings, conducted across all districts, addressing primary school teachers who teach the Health Education subject.

The Pedagogical Institute (PI), established in 1972, organizes, in collaboration with the departments of the MOEC, government agencies, universities and NGO’s several conferences and seminars on issues related to racism, racial discrimination, xenophobia and intolerance, such as intercultural education, anti-racist education, democratic citizenship, human rights and violence. The PI also participates in the pilot implementation of the Competences for Democratic Culture, developed by the Council of Europe. Furthermore, itoffers repetitive series of trainings on educational policy and administration to newly promoted school leaders of all levels of education. These programmes include violence, delinquency and bullying management issues, as well as management of socio-cultural diversity in the school. Furhtermore, the PI supports teachers and schools, by providing trainings and workshops for the implementation of the anti-racist policy, such as the yearly two-day teacher training for primary and secondary school teachers, and by organising conferences on issues of racism and human rights. In addition, the Institute organises in-service teachers’ training seminars, on a school basis, as well as a series of seminars where teachers can attend in the afternoon, as an optional choice. For the school year 2016-2017, the PI offers the following school-based seminars:Cultivating empathy;Applying anti-racist policy in our school: Challenges in the management of racist incidents;Human relations and crisis management in the school community: From conflict to respect of diversity;Racism-promoting and teaching equality;Teaching Greek as a second language; Stereotypes, prejudices, racism: Towards an education on the basis of human rights; Teaching Greek as a second language in secondary education;Cultivating awareness of pupils against racism and intolerance;Integration of migrant pupils in the general classroom;Acceptance of the "other" person;Developing empathy skills to pupils in the modern multicultural school.

Cyprus has also participated, through the PI, as a full partner country, in the two cycles of the "EU/CoE pilot projects scheme on human rights and democracy in action: Teaching controversial issues – Developing effective training for teachers and school leaders". The second cycle of the project was conducted in 2015-2016 ("Managing controversy: A whole-school training tool") aiming to produce a tool for school leaders, senior managers and leadership teams on how to manage and react to controversial issues in and beyond the school. In addition, the PI participates in the pilot implementation of the Competences for Democratic Culture, developed by the Council of Europe. In February 2017, a seminar was organised and teachers from various levels of education were trained on how to implement the competences in their classrooms. After implementing the proposed activities or other activities which teachers have developed on their own, they completed the online questionnaire. The results of this pilot implementation were presented during the Conference of Ministers of Education titled "Securing Democracy through Education", which brought together Ministers of Education from States parties to the European Cultural Convention of the Council of Europe and Ministers of Education from South Mediterranean countries.

The main duties of theObservatory on Violence in Schools, established in 2009,are to: (a) plan the development of National Strategy for Violence in school; (b) collect data for violence and bullying in schools; (c) organise scientific conferences on related issues; (d) provide training on a school basis; (e) apply conflict resolution through peer mediation in schools. The Observatory, since September 2016, has developed a training programme and educational material for trainingprimary school teachers on the management of bullying, since the developmentof deep understanding of bullying in school and the establishment of the necessary mechanisms for prevention and early intervention are essential elements for tackling the phenomenon.The Observatory has also prepared a booklet which includes activities that teachers can do with their pupils in order to empower them to recognize incidents of bullying and refer to their teachers. Schools are encouraged to use the booklet systemically so that all the children can have the opportunity to develop their empathy and other basic social skills. Furthermore, the Observatory offers a training programme on Conflict Resolution and School Mediation to schools, which covers the following topics/targets: (a) presenting the principles of conflict resolution and school mediation; (b) developing communication skills; and (c) practicing in school mediation – practical issues raising through the applicationof the programme. Additionally, a booklet has been produced, which includes various activities that teachers can use with their pupils to support their social and emotional development and to provide opportunities for them to build their skills in conflict resolution and mediation. The activities cover the following topics: (a) respecting individual differences; (b) identifying, understanding and dealing with unpleasant emotions; (c) developing communication skills; (d) promoting cooperation; and (e) practising conflict resolution/mediation techniques. The trainings are provided by the Observatory’s team, on a school basis, after a school request. As the MOEC promotes a national alliance to address the problem of violence in schools, the Observatory has a coordinating role in the design and implementation of the National Strategy for the Prevention and Management of Violence in Schools. The general aim is to promote and maintain a safe school environment for all pupils.In developing this National Strategy, it is necessary to draw up scientific research that measures the extent and forms of violence in schools and give answers to the measures to be taken for effective primary, secondary and tertiary prevention of the phenomenon. Towards this end, the Observatory has undertaken,for the current year, a scientific research on the subject in cooperation with an academic research center.

The Task Force on School Violence,established in 2010,has focused on a holistic approach in dealing with school violence and has worked on eliminating discrimination among pupils by utilizing and implementing various intervention/prevention programmes. The Task Force delivers, organises and supervises the programmes "School Mediation and Peaceful Resolution of Conflicts", the "Pupil Assistance" (systematic group counseling and support on various relevant topics such as accepting the new pupil, friendship, families in transition etc.), and the "Alternative School" within the school establishment that focus on supporting vulnerable pupils, their teachers, and family, offering new opportunities for school and personal success. Additionally, the Task Force is working closely with schools, and other government and NGO officials, in preparing specific action plans on dealing with issues of racial and other kinds of discrimination.

Finally, in 2015, the MOEC has established a Coordinating Committee for the Prevention and Combating of Child Sexual Abuse, which consists of representatives from the various departments and services of the MOEC. After close cooperation with other services and ministries, the Committee has prepared the MOEC’s three-year action plan for protecting children from sexual abuse. This plan became part of the Cyprus National Strategy for the Protection of Children from Sexual Exploitation, Sexual Abuse and Child Pornography and has been developed based on the relevant law. The MOEC has organised and carried out multi-level actions to promote and implement the National Strategy:

  • A circular has been sent to schools indicating the protocol and the steps necessary to be followed when there is suspicion that a child is experiencing sexual abuse.
  • A book for teachers is being prepared with more information about the issue in order to help teachers recognise signs of sexual abuse and support child victims.
  • The Committee and the PIhave organised specialized trainings for strengthening teachers in primary and secondary education in protecting children by realizing the signs of sexual abuse on time and tackling the problem as early as possible.
  • A specialized training is being organised for educational psychologists and school counselors as these personsare the people in the "first line" of contact and should have the appropriate skills to recognize cases of child sexual abuse and to handle child support and protection correctly, as well as guidingthe schools in their management.
  • The Committee and the PI intent to organize training for special needs teachers in order to help them in strengthening their pupils with special needs and disabilities to be able to protect themselves from sexual violence and sexual abuse. As part of this training, the educational programme"Keep me Safe"will be used and cooperation with the NGO "Cyprus Family Planning Association"for its implementation will be developed.

All the above show that the elimination of all forms of racism, racial discrimination, xenophobia and related intoleranceis high on the education agenda of the MOEC and towards this end it will intensify its efforts for adopting effective measures in the areas of teaching, education and culture that will face the challenges.

LEGISLATION

The Criminal Code, Cap 154, as amended

The Criminal Code was amended in 2015 in order to penalize public incitement of acts that may be discriminatory or of hatred or violence against persons because of their sexual orientation or gender identity. The new Law with number 87(I)/2015 isentitled as “the Criminal Code (amendment) Law of 2015“. In case of conviction, the penalty is imprisonment not exceeding three (3) years or a fine not exceeding five thousand euros (€5,000) or both such penalties.

Very recently the Criminal Code was further reviewed. [The Criminal Code (Amendment) Law 31(I)/2017, which came into force on 7.4.2017 - section 35A], extending the application of the Law, so that the court can consider as an aggravating circumstance in addition to the racist and xenophobic motivation, the homophobic motivation. Previously the racist and xenophobic motivations were included in the Combating Certain Forms and Expressions of Racism and Xenophobia by means of Criminal Law of 2011 (Law No. 134(I)/2011). For better clarity of the overall applicability, the provisions have been amended and inserted now in the Code. Therefore, the racist, xenophobic and homophobic motivations apply to all offences and constitute aggravating circumstances.

The Legal Aid Law (Law 165(I)/2002, as amended)

The Law on Legal Aid has been repeatedly amended in recent years, extending further the legal aid scheme.

In 2016, the Legal Aid Law was further reviewed adding new rights to the applicants of international protection: These are (a) the right of legal aid when lodging a recourse before the Administrative Court under Article 146 of the Constitution against a decision rejecting an application for provision of benefits, or a decision that withdraws or limits the benefits already provided to the applicant, or a decision that concerns the residence or the free movement of the applicant, and (b) the right of legal aid when lodging a recourse before the Administrative Court under Article 146 of the Constitution exercising the right granted under the provisions of paragraph (1) of article 27 of the Regulation (EU) No 604/2013 of the European Parliament and of the Council of 26 June 2013 establishing the criteria and mechanisms for determining the Member State responsible for examining an application for international protection lodged in one of the Member States by a third-country national or a stateless person.